Antony Brewerton "Supporting research: new opportunities for 'subject librarians'" SALCTG June 2013

Supporting Research:new opportunities for

‘subject librarians’

Antony Brewerton

Head of Academic Services

University of Warwick

The LibraryUniversity of Warwick

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remodelv.tr. remodelled, remodelling;

1. model again or differently.

2. reconstruct.

Academic Services Division, The Library, University of Warwick

Head of Academic Services

Teaching Grid & Learning Grid

Manager

Academic Services

Development Manager

Learning Grid Coordinators

Project Staff

Academic Support Manager

(Research)

Academic Support Officers

Academic Support Manager

(Teaching & Learning)

Research Exchange &

Postgraduate Hub Manager

Research Exchange &

Postgraduate Hub Coordinator

Research Exchange &

Postgraduate Hub Assistants

Research Exchange &

Postgraduate Hub Support

Officers

Academic Support Librarians

Research Match Developer (project)

Research Match Support Officer

(project)

Learning Grid Officer

Learning Grid Advisors

Teaching Grid Advisors

Teaching Grid Coordinator

Student as Researcher

Project Officers

ww

w.rluk.ac.uk/node/657

Changes in the Learning Environment

From To

Reactive/stable Creative/agile

Instruction Construction

Content delivery User generated content

One to many/interactive Peer 2 peer/participative

Interactive Participative

Curriculum centric Learner centric

Mundane Engaging

Changes in the Research Environment

From To

Sole researcher/small teams

Global research collaborations

Single disciplinary focus

Multi- & inter-disciplinaryfocus

Nest Community of scholars

Print dependent Desk top delivery

Changes in the Library business

Traditionally Now

Physical stock Digital resources +

Scarce resources Amazon/Google etc.

One study size fits all Third place

Physical barriers Accessibility

Independent provider Collaborative partner

Controlling Motivational

Supply driven Library/operations centric

Embedded user-focused service

SCONUL Focus, 2011, 51, p.60-67

Subject Librarians?• Academic Subject Librarian• Academic Support Librarian• Academic Support Consultant• Academic Librarian• Academic Liaison Librarian• Information Librarian• Information Specialist• Senior Information Advisor• Liaison Librarian• Faculty Liaison Librarian

...and rather excitingly...• Research Support Librarian• Research Support Specialist• Research Liaison Manager

Core Subject Librarianship skills

No. Job description duty Frequency of occurrence

1. Information skills teaching 53

2. Liaison/user-focused approach 50

3. Collection management/development 47

=4. Budget management 36

=4. Enquiry support 36

5. Production of print/Web guides 28

6. Blended learning/e-learning/VLE support 15

7. Current awareness 3

New skills


1. Marketing 35

2. Staff management 28

3. QAA/quality assurance/audit support 8

4. Management data collection 6

Changes in the Research Environment

From To

Sole researcher/small teams

Global research collaborations

Single disciplinary focus

Multi- & inter-disciplinaryfocus

Nest Community of scholars

Print dependent Desk top delivery

Research roles


1. ‘Research support’ 15

2.

3.

4.

5.

6.

7.

‘Research support’ – job purpose‘to be responsible for developing and implementing a

research support strategy across all library user groups to ensure that the needs of researchers are met’

…and…

‘to ensure that the library fully supports the [institution’s] research strategy’

Research roles


1. ‘Research support’ 15

=2. Bibliographic software support 8

=2. IR/IR advocacy 8

=3. Promotion of special collections 4

=3. Copyright 4

4. Bibliometrics/impact measurement 3

5. RAE/REF support 2

RLUK Workforce Think Tank ‘Subject Librarians’ Project & the new RLUK Strategy

RLUK Workforce Think TankSubject Librarians/Information Specialists/Liaison Staff Project

AimsTo map the information needs of researchers onto tasks to

be undertaken by subject librarian/information specialist/liaison staff and to develop the skills sets of existing staff to ensure they meet the needs of a constantly changing research environment


Stakeholder groups• Researchers• Subject librarian/information specialist/liaison staff• Directors• Pro-Vice Chancellors for Research/research managers • Library Schools• Professional bodies


Areas of investigation1. Review of subject librarian (etc.) roles• Literature review of subject librarian/information specialist/liaison

staff roles in the UK, North America and Australasia • Environmental scan of subject librarian/information

specialist/liaison staff job descriptions, staffing structures and models of researcher support in the UK, North America and Australasia


Areas of investigation2. Review skills sets required to support researchers• Literature review on the information needs of researchers in the UK,

North America and Australasia (to include the ‘seven ages of research’ model)

• Define skills sets required by subject librarian/information specialist/liaison staff to support researchers (to include politically pressing issues such as supporting the REF as well as ongoing skills such as advocacy/marketing) mapping these to researchers’ information needs

• Conduct a gap analysis in selected RLUK institutions


Areas of investigation3. Review of relevant training and development activities

currently available in the sector• Review training for existing professionals and gaps in the market • Review training for new entrants and opportunities for working with

library schools to ensure new professionals are equipped to support the current and emerging research environment


Areas of investigation4. Review alternative models of information support for

researchers• Review alternative routes to providing ‘library’ support for

researchers (eg. research data)• Review approaches that bypass traditional ‘library’ support and

implications for the profession


Outcomes/deliverables• Analysis of the literature• Mapping of researcher needs (using ‘seven ages of research’ or other

models) onto support activities• Review of support landscape and review of issues related to alternative

models of information support for researchers • Composite job description and person specification• Tools for training needs analysis for staff• Analysis of training offered by library schools/other bodies and

opportunities for developing new courses (for both entry level and established staff)

• Analysis of how the research might inform future RLUK activities and opportunities for greater working with other professional bodies


BenefitsTo Researchers• Improved service offering

– by depth– by scope


BenefitsTo Subject Librarians (etc.)• Scoping of activities required to support research will enable staff

to identify opportunities for new roles, to extend portfolios and stretch postholders

• Skills analysis will enable staff to identify skills gaps and training needs

• Leadership/distributed leadership opportunities may also be identified


BenefitsTo Directors• Scoping of activities can be used by Directors for role

development, informing planning and assessment of what staff currently offer, what can be abandoned, and what needs to be developed in line with institutional strategies

• This in turn can inform structural reviews of LIS services• Skills analysis can inform institutional training programmes• Customizable job descriptions and person specification templates

can be used to be tailored to meet the needs of individual institutions


BenefitsTo PVCs for Research/research managers• Scoping of activities will enable research mangers to become more

fully aware of what can be offered by subject librarian/information specialist/liaison staff, rather than accept traditional models of support or seek support from alternative routes/sources

• This in turn may increase demand of (and support for) LIS services


BenefitsTo Library Schools• Identify opportunities for library schools to develop courses for new

professionals which are more closely aligned to the needs of library managers to ensure new entrants to the profession have the appropriate skill sets to support a constantly changing research environment

• Identify opportunities to work with RLUK to develop courses aimed at developing existing professionals


BenefitsTo Professional bodies• Increase understanding of relevant bodies (RLUK, RIN, RLG,

SCONUL, CILIP) regarding the needs of researchers and support options

• Highlight opportunities for RLUK to work with library schools or other providers to develop training programmes for staff

• This in turn will help RLUK to finesse its USP and raise its profile• Highlight opportunities for RLUK to work more closely with CILIP to

inform its marketing to potential LIS professionals to show another dimension to library work


The Project• timely• of international interest


Methodology• Mary Auckland• June 2010 – late 2011• Report: January 2012• 4 Work Packages


Work Package 1Researcher needs & Subject Librarian roles• An exploration of the information needs and information seeking

behaviour of researchers, and the role of Subject Librarians supporting these, and mapping the role of Subject Librarians to the needs of researchers

• An environmental scan of ‘subject librarian’ job descriptions, staffing structures and models of researcher support

– review of current literature– short questionnaire to 23 libraries


Work Package 2Subject Librarian skills sets• Defining the knowledge and skill sets required by ‘Subject Librarians’

to support researchers based on the information gathered in WP 1• A validation of current and future relevance of the knowledge and

skills sets identified and analysis of the extent to which Subject Librarians and their managers think the skills are currently available

– review of current literature– questionnaire completed by 22 RLUK member libraries


Work Package 3Training and development currently available for new and

existing professionals• Investigate current training opportunities for Subject Librarians• Investigate gaps between provision and needs

– desk research– short web-based survey of training suppliers– survey of LIS Schools


Work Package 4Alternative support models• A review of alternative models of information support for

researchers and implications for the profession– interviews with key players


Findings• Researcher information (and other) needs …

and how we are addressing them• Subject Librarians’ skills & knowledge,

training needs & opportunities available, now & in the future

• Subject Librarians and models of researcher support

www.rluk.ac.uk/content/re-skilling-research


Findings• Researcher information (and other) needs …

and how we are addressing them• Subject Librarians’ skills & knowledge,

training needs & opportunities available, now & in the future

• Subject Librarians and models of researcher support


Subject Librarians

• starting point for research support posts


Researchers• starting point for research support posts

Researcher

Research Conception

• Research-enabling environment• Skills enhancement• Information provision/knowledge

management

Research Development

• Funding• Project requirements & outcomes• Proposal preparation• Rights scoping• Research (outcomes and) outputs

planning

In-project support

• Ongoing activity support• Review

Research(er) Administration

• Personal Exposure and Records• Impact• Research Assessments and

Reviews

Dissemination/Impact

• Surfacing and Discovery• Primary Publication• Secondary Exposures

Research Management

• Content• Accessibility and reuse• Compliance• Rights management• Dissemination preparation

Research life cycle approach


Research life cycle1. Conceptualising new research, developing proposals, and

identifying funding opportunities2. Seeking new information3. Information management4. Data collection5. Data discovery, management and curation6. Sharing, discussion, online collaboration7. Analysing and reflecting on information and data8. Writing up and dissemination9. Compliance, IP, © and other statutory requirements10.Preservation11.Quality assessment and measuring impact12.Commercialisation13.Emerging technology


Generally…‘To date, Subject Librarians have supported the needs of

researchers through relatively traditional services revolving around information discovery, collection development and some elements of information management.’ (p.28)


Flexibility‘...the most important skills or attribute staff can have is an

adaptable and flexible approach to work.’ (p.29)


32 skills & knowledge areas1. Deep understanding of discipline/subject2. Excellent knowledge of content (in all relevant media) available to discipline/subject 3. Excellent knowledge of bibliographic and other finding tools in discipline/subject4. Knowledge to advise on relevant archive and special collections5. Awareness of current and changing local research interests6. Understanding of typical researcher’s experience, including their workflow, and

how researchers access and use information, within a discipline/subject and at different stages of the researcher’s career

7. Ability to gain an appreciation of individual researcher/project needs (including listening skills)

8. Skills to build strong relationships with researchers and other campus professionals and to establish collaborative partnerships…

9. Awareness and ability to recognise the value of services provided by agencies such as UKRR, RIN, RLUK

10. Outstanding skills in information discovery, literature searching, etc.11. Ability to synthesise, analyse and provide digests of ‘discovered’ information


32 skills & knowledge areas12. Knowledge to advise on the management of researchers’ information, including its

portability, particularly for bibliographic management and referencing tools, e.g. EndNote

13. Knowledge to advise on the manipulation and presentation of researchers’ information

14. Good knowledge of data sources available in the discipline/subject 15. Knowledge to advise on data management and curation16. Knowledge to advise on potential data manipulation tools17. Knowledge to advise on data mining 18. Excellent skills to design information literacy training (both face-to-face and

online)19. Ability to advise on current trends, best practice and available options in research

publication and dissemination …including scholarly communications and open access publishing

20. Ability to advise on preserving research outputs21. Ability to advise on the preservation of project records


32 skills & knowledge areas22. Sufficient knowledge to support compliance with the various mandates of funders,

including open access requirements23. Understanding of the national and local research assessment processes24. Understanding of research impact factors …the REF, and the ability to advise on

citation analysis, bibliometrics, etc25. Understanding of author rights, copyright legislation and IP issues, and plagiarism26. Knowledge to advocate, and advise on, the use of metadata27. Skills to develop metadata schema and advise on standards28. Knowledge to advise on citing and referencing, and the use of bibliographic

management software 29. Ability to advise on the value and use of mobile technologies, Web 2.0 and other

communication tools to researchers30. Skills to participate effectively in research projects …assisting with bid and report

writing31. Knowledge of sources of research funding to assist researchers to identify

potential funders32. Ability to proactively advise and market appropriate library services to researchers


32 skills & knowledge areas

Themes related to:

• Information literacy • Information management• Subject/discipline & knowledge of tools/sources

• Partnership building

• Research process – generic & local knowledge• Research data management• Metadata and research data

• Scholarly communications• Funder mandates, assessment & other ‘legal’ requirements

• Web 2.0 & other emerging technologies relating to researchers


9 areas of increasing importance over next 2 – 5 years

1. Excellent knowledge of bibliographic and other finding tools in discipline/subject 2. Excellent skills to design information literacy training (both face-to-face and online) 3. Outstanding skills in information discovery, literature searching, etc. 4. Knowledge to advise on citing and referencing, and the use of bibliographic

management software 5. Ability to proactively advise and market appropriate library services to researchers6. Good knowledge of data sources available in the discipline/subject7. Excellent knowledge of content (in all relevant media) available to

discipline/subject 8. Awareness of current and changing local research interests9. Ability to gain an appreciation of individual researcher/project needs (including

listening skills) (p.33-34)


4 areas unnecessary now or in the future?

1. Knowledge of sources of research funding to assist researchers to identify potential funders

2. Deep understanding of discipline/subject 3. Ability to synthesise, analyse and provide digests of ‘discovered’ information 4. Ability to advise on the preservation of project records (p.35)


9 areas of high skills gap, relatively high importance

1. Ability to advise on preserving research outputs 2. Knowledge to advise on data management and curation 3. Sufficient knowledge to support compliance with the various mandates of funders,

including open access requirements 4. Knowledge to advise on potential data manipulation tools 5. Knowledge to advise on data mining 6. Knowledge to advocate, and advise on, the use of metadata7. Ability to advise on the preservation of project records8. Knowledge of sources of research funding to assist researchers to identify potential

funders9. Skills to develop metadata schema and advise on standards (p.43)


Traditional liaison model

• Information literacy training• Provision of information on Web pages• Helping researchers on a 1-to-1 basis• Committee work/meetings• Informal liaison (p.50 – 52)

SCONUL Focus , 2010, 49, p.35-37


New ways of working with researchers

‘Several libraries report an evolution or possibly a transformation from this traditional liaison model to a new way of working with researchers.’ (p.52)

SCONUL Focus , 2009, 45, p.50-51

SCONUL Focus , 2009, 48, p.4-6


Better engagement‘Re-establishing a lively and sustained dialogue with their research

communities is a key challenge for the library and information services in many libraries… Better engagement between information professionals and researchers could add to the efficiency and effectiveness of research... Such a strategy would have to be proactive… And it would have to meet the challenge of delivering results that correspond to researchers’ patterns and timetables of work.’ (p.54)

- RIN/BL (2009)


Job descriptions‘Most participating libraries provided copies of job descriptions

and person specifications for their Subject Librarian posts. On the whole these documents make little mention of support for research, and even when they do the tasks and responsibilities included, and the skills and knowledge mentioned, are couched in very general, rather than specific, terms. By and large they do not reflect the richness of the [researcher’s needs].’ (p.56-57)


A change in focus‘…the focus needs to change from collections, to the process of

doing research and mainly supporting the latter, “from collections to connections”.’ (p.62)


What should RLUK be doing to help members develop the skills sets of ‘Subject Librarians’?

• We mustn’t ‘throw the baby out with the bath water’ – we mustn’t lose sight of the value Subject Librarians currently bring. How do we balance this with new roles? Who does the established activities?

- RLUK Conference, Edinburgh 2010


A team approach‘[Subject Librarians] cannot be expert in themselves in each new

capability, but knowing when to call in a colleague, or how to describe appropriate expert capabilities to faculty, will be key to the new liaison role. Just as researchers are often working in teams to leverage compatible expertise, liaison librarians will need to be team builders among library experts where this advances client research. New liaison roles are not emerging de novo, but rather in continuity with established roles.’ (p.63)

- Hahn (2009)


What should RLUK be doing to help members develop the skills sets of ‘Subject Librarians’?

• Subject Librarians will need support with change. Many Subject Librarians have been in post for a long time but they need to change or their posts will seem less relevant, especially given the need to demonstrate value for money

• We need considerable staff development support to help staff take on new roles

- RLUK Conference, Edinburgh 2010

Thank [email protected]

Antony Brewerton "Supporting research: new opportunities for 'subject librarians'" SALCTG June 2013

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Transcript of Antony Brewerton "Supporting research: new opportunities for 'subject librarians'" SALCTG June 2013